UCEA Connections — September 2015 — 1

Arizona State University

Auburn University

Australian Catholic University

Bank Street College

Bowling Green State University

Brigham Young University

Clemson University

College of William and Mary

Duquesne University

Florida Atlantic University

Florida State University

Fordham University

Georgia State University

Hofstra University

Howard University

Illinois State University

Indiana University

Iowa State University

Kansas State University

Kent State University

Lehigh University

Louisiana State University

Loyola Marymount University

Miami University

Michigan State University

New Mexico State University

New York University

Nipissing University

North Carolina State University

Northern Illinois University

Ohio State University

Oklahoma State University

Pennsylvania State University

Portland State University

Rutgers University

St. Johns University

St. Louis University

Sam Houston State University

San Diego State University

Stephen F. Austin State University

Southern Methodist University

Temple University

Tennessee State University

Texas A & M University

Texas State University– San Marcos

Texas Woman’s University

University at Buffalo/SUNY

University of Alabama

University of Arizona

University of Arkansas

University of Central Arkansas

University of Cincinnati

University of Connecticut

University of Dayton

University of Denver

University of Florida

University of Georgia

University of Houston

University of Illinois–Chicago

University of Illinois– Urbana- Champaign

University of Iowa

University of Kansas

University of Kentucky

University of Louisville

University of Maryland

University of Massachusetts– Boston

University of Michigan

University of Minnesota

University of Missouri– Columbia

University of Nebraska–Lincoln

University of New Mexico

University of North Carolina– Chapel Hill

University of North Carolina– Charlotte

University of North Carolina– Greensboro

University of North Texas

University of Northern Colorado

University of Oklahoma

University of Oregon

University of Pennsylvania

University of Pittsburgh

University of San Diego

University of South Florida

University of Tennessee– Knoxville

University of Texas–Austin

University of Texas–El Paso

University of Texas– Pan American

University of Texas– San Antonio

University of Toledo

University of Utah

University of Virginia

University of Washington

University of Wisconsin– Madison

University of Wisconsin– Milwaukee

Vanderbilt University

Virginia Commonwealth University

Virginia Tech

Washington State University

Wayne State University

Volume 10, Issue 8, September 2015

A monthly educational administration e-newsletter, keeping you linked and us green.

Table of Contents

Headquarters Updates UCEA Announcements pp. 2-13

Research & Headlines UCEA Publications Highlights pp. 14-16

Educational Leadership p. 17

Federal Policy p. 18

State Policy p. 19

UCEA Connections Editors Amy Reynolds & Angel Nash, UCEA Headquarters

Graduate Research Assistants

UCEA ConnectionsUniversity Council for Educational Administration

Headquartered at the University of Virginia Curry School of Education

UCEA Connections — September 2015 — 2

Headquarters Updates

See the following pages for updates from UCEA Headquarters regarding

the 2015 UCEA Convention!

Important Upcoming Dates for the 2015 UCEA Convention

Friday, September 11 at 11:59 PM EST—Early bird registration ends

Tuesday, October 20—Advance registration ends

Monday, October 26—Deadline to upload conference papers to AllAcademic

Thursday, November 5—Regular registration ends

UCEA Connections — September 2015 — 3

Headquarters Updates: 2015 Convention

2015 UCEA Convention The 29th Annual UCEA Convention theme, Re-Imagining the Frontiers of Education: Leadership With/In Transnational & Transcultural Spaces, high-lights the Convention location near the California-Mexico border and intends to draw attention to the border spaces that exist within our field, between both scholars and practi-tioners and among communities present in and around schools. Collectively, we can identify new ways to engage in research and dialogue and to recognize the strength of the multiple–often disparate–voices contributing to the future of education.

The 29th annual UCEA Convention will be held at the Manchester Grand Hyatt in San Diego, California. The Convention will open at 8:00am Friday, November 20 and will close at 1:00pm on Monday, November 23. The purpose of the 2015 UCEA Convention is to engage partic-ipants in discussions about research, policy, and practice in education with a specific focus on educational leadership. Members of the 2015 Convention Program Committee are Mónica Byrne-Jiménez (Hofstra University), Holley Mackie (University of Oklahoma), Cheryl Ward (San Diego State University), and Irene Yoon (University of Utah).

2015 UCEA Graduate Student Summit

The 2015 UCEA Graduate Student Summit (GSS) will be held at the Manchester Grand Hyatt in San Diego, Califor-nia. The GSS will commence Thursday, November 19, 2015 at 1:00pm. and will conclude Friday, November 20, 2015 at 12:00 pm. The purpose of the 2015 UCEA GSS is to provide graduate students a space to engage in authen-tic dialogue about their scholarly work. This summit will offer opportunities to meet and network with graduate stu-dents and faculty, to present your work and receive feed-back on your research.

The UCEA Graduate Student Summit is an extension of the UCEA Convention. In keeping with the UCEA Con-vention, students should demonstrate how their proposals for the GSS address the UCEA Convention theme, “Re­Imagining the Frontiers of Education: Leadership With/In Transnational & Transcultural Spaces.” Please refer to the 2015 Call for Proposals for a full discussion of the 2015 Convention theme.

It will include:

Paper sessions, in which you will share your research and receive constructive feedback;

Feedback sessions, in which GSS student presenters will get direct feedback on a paper that you would like to publish, a proposal, or your dissertation research plan;

Networking sessions, where you will have the chance to network with students from other UCEA institutions interested in similar research topics and talk with UCEA Executive Committee members and Plenum representatives;

Social gatherings, where you will have the opportuni-ty to meet and connect with other graduate students in a more casual setting.

Register for the 2015 UCEA Convention

Register soon to take advantage of early bird rates!

Registrant/Event

Early

Bird

Th

rou

gh

9/11

Ad

van

ce

En

ds 10

/20

Reg

ula

r

En

ds 11/

15

Late

/O

nsite

UCEA Member Faculty $220 $260 $300 $330

Non-­‐UCEA Faculty $270 $300 $330 $330

UCEA Member Graduate Student

$75 $95 $130 $150

Non-­‐UCEA Graduate Student

$95 $120 $150 $150

Practitioner $240 $290 $310 $330

Other $240 $290 $310 $330

Graduate Student Summit

$35 (must add to regular reg-istration to attend)

UCEA Connections — September 2015 — 4

Headquarters Updates: 2015 Convention

2015 UCEA Convention Hotel Reservations

The UCEA Convention is being held at the Manchester

Grand Hyatt in San Diego and rooms are filling quickly.

Visit here to book your room now! When you book, re-

member that the Convention will begin at noon on Friday,

November 20th and end on Monday, November 23rd.

Room rates:

Single/Double: $160.00

Triple/Quad: $185.00

Be a Volunteer at the UCEA Convention!

Interested in being more involved with UCEA? We are al-

ways looking for Convention volunteers and can offer dis-

counted registration or complimentary registration based on

volunteer hours. Send a message to make inquiries to ucea-

convention@gmail.com for more information. It is a great

way to support UCEA with your time, meet other mem-

bers, and get to know the #UCEAwesome Headquarters

staff!

Register for the 4th Annual International Summit

UCEA invites you to attend the 4th Annual International

Summit at the 2015 Convention. Tickets are $20.00 and are

available through registration. The International Summit

will occur on Monday, November 23rd, beginning at 8:30

AM and closing at 12:30 PM. Session topics are focused on

the theme, Conversations on Transcultural and Transnational

Leadership Practice and Preparation. Visit the International

Summit page for more details.

2015 UCEA Convention Sponsorship

Thank you to our early 2015 UCEA Convention sponsors!

UCEA appreciates your support and looks forward to creat-

ing a wonderful experience for all Convention attendees. If

you are interested in being a 2015 Convention sponsor,

please email uceaconvention@gmail.com or check out our

online sponsorship form https://members.ucea.org/

sponsor/events. Every sponsor makes a difference!

Early Sponsors for 2015

University of San Diego - Host Sponsor

The Wallace Foundation - Host Sponsor

Pennsylvania State University - Partner

San Diego State University - Partner

Texas A&M University - Partner

University of Connecticut - Partner

High Tech High Graduate School of Education - Partner

University of Iowa - Contributor

Join your colleagues in supporting UCEA by becoming

a sponsor!

Welcome to UCEA’s New Associate Member

Texas Christian University

UCEA offers a warm welcome to our newest Associate

Member, Texas Christian University. Located in Fort

Worth , Texas, the mission of TCU’s Educational Leader-

ship program is to develop teacher-scholar leaders who

make a difference for the common good. We hope current

members will join us in welcoming them at the 2015 UCEA

Convention.

UCEA Connections — September 2015 — 5

Headquarters Updates

DAVID L. CLARK NATIONAL GRADUATE STU-

DENT RESEARCH SEMINAR IN EDUCATIONAL

ADMINISTRATION & POLICY

A CALL FOR NOMINATIONS

The David L. Clark National Graduate Student Research

Seminar in Educational Administration & Policy, sponsored

by the University Council for Educational Administration

(UCEA), Divisions A and L of the American Educational

Research Association (AERA), and Sage Publications,

brings emerging educational administration and policy

scholars and noted researchers together for two days of

presentations, generative discussion, and professional

growth. The majority of Clark Scholars go on to become

professors at major research institutions around the world.

This year’s seminar will be held in the spring at the begin-

ning of the AERA meeting in Washington, DC (tentatively

scheduled for April 7-8, 2016).

Nominations for the David L. Clark National Graduate

Student Research Seminar in Educational Administra-

tion & Policy are due by 11:59 EST November 6, 2015.

The nominations website will open in mid-September.

Nominees should be outstanding doctoral students in edu-

cational leadership, administration, and/or policy, seeking

careers in research. Nominees must have substantially com-

pleted their courses and must have formulated a dissertation

proposal. Students who have already started or completed

their dissertations are unlikely to gain as much from the

seminar as students who are in the early stages of formulat-

ing their research. Nominations of students from un-

derrepresented groups are strongly encouraged.

Student proposals are blind reviewed by three prominent

scholars. Invitations will be issued to 40 doctoral students,

with competition based on the quality of the student’s pro-

posal and their perceived capacity to gain from and contrib-

ute to the seminar.

Each university may nominate up to two students. Nomina-

tions must be accompanied by a student research proposal.

All materials will be submitted online on the UCEA web-

site, see directions for nomination materials and an over-

view of the Clark Seminar process at http://www.ucea.org/

graduate-student-opportunities/david-clark-seminar/

To be considered complete, both the faculty nomination

and the student proposal must be received by the deadline.

Nominating institutions must also indicate the level of fi-

nancial support that will be provided to support their nomi-

nee’s travel and participation. Given the cost of hotels and

transportation, we recommend an allocation of at least $700

per student.

Additional information concerning the seminar is available

on the “Clark Seminar” page of UCEA website (http://

www.ucea.org). We expect to extend invitations to 40 stu-

dents in December 2015. If you have any questions, please

call (434) 243-1041.

UCEA Connections — September 2015 — 6

Headquarters Updates

New Issue of Strategies Available this Month

A new issue of Strategies (the on-line publication that Pana-

sonic Foundation produces in cooperation with UCEA and

AASA) is close to being finalized. The title of the issue and

lead article is "Destination: Equity." The issue highlights

practices that have demonstrated that much higher levels of

equity can be achieved in our public schools. The issue in-

cludes a district case study and has been guest written by

Dr. Yvette Jackson, author of The Pedagogy of Confidence:

Inspiring High Intellectual Performance in Urban Schools

along with her colleague at the National Urban Alliance for

Effective Schools Dr. Denise Nessel.

August 2015 Updates from the Consortium for the

Study of Leadership and Ethics in Education

New Logo!

New Books!

Olof Johansson recently announced that he and Petros

Pashiardis are publishing a new book. The title is Successful

School Leadership: International Perspectives and it is being pub-

lished by Bloomsbury.

Michael Burroughs is also publishing a new book (co-

authored with Jana Mohr Lone). The title is Philosophy in

Education: Questioning and Dialogue in K-12 Classrooms and it is

being published by Rowman & Littlefield (December,

2015).

New Double Issue of JALE!

Heather Rintoul, Editor of the Journal of Authentic Leader-

ship in Education recently announced a new double issue of

the journal. Tony Normore is the guest editor for this issue

as well as the next issue which will be published in the com-

ing months. In this double special issue titled, Developing,

Growing, Preparing, and Supporting Educators in Under-

served Urban Schools: A California Perspective on School

Leadership, the authors examine several learning institutes

of postsecondary training, preparation, and development

programs for school leaders. Their use of the concept

“school leaders” encompasses not only the commonly

known titles of principal / assistant principal / vice princi-

pal but also the teacher leader. They explore the differences

and similarities of educational contexts including elemen-

tary, middle and secondary schools; traditional and non-

traditional schools; and how leaders of learning are devel-

oped and ready to lead in underserved schools within the

large urban setting of Los Angeles, California. Follow this

link to see the journal issue: http://csle.nipissingu.ca/

current.html

Program for 20th Annual Values and Leadership Conference, Penn

State, October 15 - 17

Michael Burroughs and his conference planning team are

doing an exceptionally fine job as hosts of our next confer-

ence. Planning and preparations for the 20th Annual

CSLEE Values and Leadership Conference (http://

sites.psu.edu/cslee20/) are moving along very well. It

shows promise of being one of our best conferences. A

high number of presentation submissions were received,

registrations have begun, and the draft program for the con-

ference was emailed to all participants recently. In case you

missed that, you can follow this link to the conference pro-

gram here: http://sites.psu.edu/cslee20/conference/

conference-program/

If you will be able to arrive in time, we encourage you to

attend the pre-conference events (http://sites.psu.edu/

cslee20/conference/pre-conference-events/) which include

presentations by CSLEE Board members, a graduate stu-

dent research panel, and a graduate student/pre-conference

attendee’s reception.

UCEA Connections — September 2015 — 7

UCEA Connections — September 2015 — 8

UCEA Connections — September 2015 — 9

UCEA Connections — September 2015 — 10

Explore Events for Graduate Students at UCEA Wherever you are, the UCEA Graduate Student Council has your needs in mind!

Stage in Program UCEA GSC Events at UCEA

Coursework & Developing

Expertise

Graduate Student Summit (GSS) - network with other graduate

students and learn about their research (11/19-11/20)

*GSS registration required

Networking and Mentoring

Plenum reception (11/19) - GSS registrants invited*

GSS Graduate Student Social (11/19)

GSS Paper Presenters Mentor Feedback Sessions (11/20)*

Graduate Students of Color Mentoring Session (11/20)

Graduate Student Closing Session (11/22)

Writing & Publishing

AERA Divisions A & L Graduate Student Breakfast: Publish and

“Live’’: Taking the Fear out of Publishing (11/21)

Jigsawing Puzzles While Traveling in a Maze: Simplifying the Com-

plexity of Writing a Literature Review (11/22)

Preparing a CV Dissecting the Curriculum vitae (CV) for Job winning Success (11/20)

- Bring copies of your CV!

Job Search

Demystifying the Academic Job Search: Tips and Resources for

Those Considering the Professoriate (11/21)

Demystifying the Academic Job Search, Part II: The Nuts and Bolts

Workshop (11/21)

Overcoming the "Tyranny of the OR" in Post-PhD Career Planning: How to Remain Engaged in the Worlds of Research and Practice

(11/21)

Contract Negotiation Negotiating a Contract: A Guide for First Timers on the Academic Job

Market (11/22)

Preparing for your First

Post-PhD/EdD Job

“Shoulda, Coulda, Woulda . . .”: What We Wish We Had Known Be-

fore Becoming a Professor: The Remix (11/22)

All dates are tentative. See the final program for final dates and times..

UCEA Connections — September 2015 — 11

UCEA Connections — September 2015 — 12

The Policymakers Guide to Research-Based Policy for Principal Preparation Program

Approval and Licensure explores code, rules and regulation, and State Board

of Education documents for all 50 states and the District of Columbia and provides

detailed state profiles as well as state-to-state comparisons of 9 policy areas and

22 sub standards that support the development of effective leaders.

UCEA would like to announce a new report for policy makers and

professors of educational leadership.

Coming in November 2015.

UCEA Connections — September 2015 — 13

New Publication from Rowman & Littlefield

Click here for more information

UCEA Connections — September 2015 — 14

UCEA Publications Highlights

Educational Administration Quarterly

Editor: Casey Cobb

October 2015; 51(4) - NEW!!!

Arrested Development? Comparing Educational Lead-ership Students With National Norms on Moral Rea-soning

By Jennifer L. Greer, Linda J. Searby, & Stephen J. Thoma

The public expects school leaders to be moral exemplars, yet prior research indicates that teachers and, more recently, school principals may score lower than other career groups on a widely used measure of moral reasoning, the Defining Issues Test. Moreover, little empirical research has been conducted on educators during leadership preparation in graduate school. The purpose of this research was to create a baseline profile for moral reasoning in educational leader-ship/administration graduate students in one Southern state and to compare their scores with a composite national aver-age for graduate students across disciplines to see if educa-tional interventions are needed. In the summer of 2012, the updated Defining Issues Test–2 was offered via e-mail as an online questionnaire to 539 master’s, educational specialist, and doctoral students in the five advanced-track schools in the study state. The questionnaire also gathered data on the students’ demographics and the virtual test-taking environ-ment.

School–Nongovernmental Organization Engagement as an Entrepreneurial Venture: A Case Study of Sun-light’s Engagement With Israeli Schools

By Miri Yemini & Netta Sagie

This study examines the objectives, nature, and perceived outcomes of school–nongovernmental organization (school-NGO) engagements in the Israeli education system, focus-ing on a single case study of a school-NGO interaction. We aim to characterize the conflicting motivations of each stakeholder involved in the creation and formulation of such engagement and to capture the process of interac-tion—from its initiation through the decision to continue, expand, or abolish these relations. We employ a case study approach based on in-depth interviews with school princi-pals, the NGO’s CEO, representatives of the local educa-tion authority and Ministry of Education, and the Israeli parliament’s Education Committee director, in addition to publication analysis, to provide a comprehensive view of the interaction from the stakeholders’ perspectives.

Multisource Principal Evaluation Data: Principals’ Orientations and Reactions to Teacher Feedback Re-garding Their Leadership Effectiveness

By Ellen B. Goldring, Madeline Mavrogordato, & Katherine Taylor Haynes

A relatively new approach to principal evaluation is the use of multisource feedback, which typically entails a leader’s self-evaluation as well as parallel evaluations from subordi-nates, peers, and/or superiors. However, there is little re-search on how principals interact with evaluation data from multisource feedback systems. This article explores how principals orient and react to multisource feedback on their effectiveness as instructional leaders and how they interpret gaps between their self-assessments of their leadership ef-fectiveness and their teachers’ ratings of their leadership effectiveness. Using interview data collected from 14 princi-pals in an urban school district in the southeast United States at two points in time, this study conducts a qualitative analysis to examine principals’ orientations and reactions to their feedback.

The Apprentice: Pathways to the Principalship and Student Achievement

By Kevin C. Bastian & Gary T. Henry

Nascent empirical research demonstrates the sizable im-pacts of principals on student achievement. More research is needed on the pathways to the principalship and how principals’ characteristics and training experiences influence their performance. Purpose: (1) To describe the characteris-tics of first-time principals and the schools that hire them and (2) to assess the extent to which the characteristics of early-career principals and the environments in which they previously worked are associated with changes in student achievement in the schools they lead. Setting: North Caroli-na public schools. Sample: All first-time principals (981 in total) from 2006-2007 through 2009-2010 and the students attending the schools where they serve. Da-ta: Administrative data on students, school personnel (teachers, assistant principals, principals), and schools pro-vided by the North Carolina Department of Public Instruc-tion. Research Methods: Covariate adjustment and fixed effects value-added models.

School Success as a Process of Structuration

By Dorit Tubin

The purpose of the present study is to explore the process, routines, and structuration at successful schools leading their students to high achievements. The approach of build-ing a theory from case study research together with process perspective and an organizational routines model were ap-plied to analyzing seven successful Israeli high schools that bring their students to high academic outcomes.

UCEA Connections — September 2015 — 15

UCEA Publications Highlights

Journal of Cases in Educational Leadership

Co-Editors: William R. Black, Zorka Karanxha,

Vonzell Agosto

September 2015; 18(3) - NEW!!!

Catching Up to the CCSS: A Principal Navigates Out-of-Subject Instructional Leadership

By Sarah Quebec Fuentes, J. Matt Switzer, & Jo Beth Jimerson

This case provides principals and principal licensure candi-dates an opportunity to delve into the nuances of supervis-ing teachers in content areas, which may be unfamiliar, and to explore strategies for increasing knowledge about the structures and emphases of the Common Core State Stand-ards (CCSS). The case presents issues related to curriculum, instructional leadership strategies, professional learning net-works, and supervision and evaluation of teachers. It can also be a springboard for connecting principals and licen-sure candidates with resources to deepen familiarity with best practice research in mathematics instruction.

In the Shadow/From the Shadow: The Principal as a Reflective Practitioner in Trinidad and Tobago

By Laurette Bristol, Talia Esnard, & Launcelot Brown

This case highlights a school principal’s leading practice as she worked to transform the social and educational status of students, teachers, and community in a small urban primary school. We employ shadowing, a technique popularized in work-based education and photography, as reflective and research tools. Teaching notes provide insight into the im-plications of shadowing for leadership development and leading learning particularly in the absence of systematic and strategic professional learning for school leaders in Trinidad and Tobago. The literature used here considers understand-ings of the relationship between the practice architectures of school leading, the reflective practitioner, and school transformation.

Homecoming at Atwater University

By Sarah M. Marshall, Scott Van Pelt, Phoebe Kingsak3, & Alex-ander Williams

Atwater University (AU) administration is struggling with an increased number of student alcohol-related problems. In particular, during the annual homecoming parade, stu-dents are extremely intoxicated and belligerent toward alumni. The new dean of students is appalled by the con-doned student behavior. He also received two complaint letters from members of the AU community. The dean of students charges his subordinates with fixing the related problems.

Sex Discrimination at Saint Ambrose University: The Moral and Legal Consequences of Unethical Behavior

By Jennifer Martin & Jane A. Beese

This case was developed for use in a learning-centered course with a focus on administrative leadership and ethical behavior. This case describes the experience of a new facul-ty member at Saint Ambrose University, as she discovers a wide range of ethical and management problems in her de-partment. The case unfolds as we track her efforts to deal with these issues. Intertwined throughout the case are chal-lenges pertaining to the dean’s responsibilities, particularly in the area of management oversight. Students must analyze the data, identify the inconsistencies in ethical behavior, and identify the potential moral and legal consequences.

Administrators in Action—Managing Public Monies and Processing Emotion in School Activities: A Teach-ing Case Study

By Penny L. Tenuto, Mary E. Gardiner, & Julie K. Yamamoto

This teaching case describes school administrators in action performing day-to-day leadership tasks, managing public funds in school activities, and interacting with others appro-priately. The case focuses on administrative challenges in handling and managing school activity funds. A method for processing emotion is discussed to assist administrators in building capacity in themselves and others. Self-reflection helps leaders to understand themselves and others, improve communication, and avoid misunderstandings, strengthen-ing capacity to lead. Teaching notes, questions for reflec-tion, and an application activity are also included. The case was developed for use within educational leadership pre-service and for professional learning by practicing school administrators.

To Bond or Not to Bond? That is the Question

By Wayne E. Balzer

This case, inspired by a real school district scenario, was developed for use in a graduate-level course in school fi-nance. James Spencer had just been selected as the new su-perintendent of a low-income, 400-student, rural school district in need of many capital improvements. The previ-ous superintendent had refused to hold a bond election be-cause of persistent criticism and negative feelings resulting from the previous bond election 8 years earlier. Mr. Spencer was left to analyze the district’s needs, resources, political climate, state laws, and the latest research to answer this vexing question: to bond or not to bond?

UCEA Connections — September 2015 — 16

UCEA Publications Highlights

Journal Research on Leadership Education

Editors: Gordon Gates and Sharon Kruse

August 2015; 10(2) - NEW!!!

Editor’s Introduction: Linking Leadership and In-struction

By Sharon D. Kruse & Gordon Gates

Lights, Camera, Action: Advancing Learning, Re-search, and Program Evaluation Through Video Pro-duction in Educational Leadership Preparation

By Jennifer Friend & Matthew Militello

This article analyzes specific uses of digital video produc-tion in the field of educational leadership preparation, ad-vancing a three-part framework that includes the use of vid-eo in (a) teaching and learning, (b) research methods, and (c) program evaluation and service to the profession. The first category within the framework examines videos pro-duced by students and/or faculty to advance student-centered and reflective learning practices. The second cate-gory describes methods for research in leadership education through production of videos or documentary films. The third category explores videos created to evaluate programs or to share innovations within the field. This article includes web links to 23 video examples with guidelines for readers to practice video production within each category.

Leading Technology-Rich School Districts: Advice From Tech-Savvy Superintendents

By Scott McLeod, Jayson W. Richardson, & Nicholas J. Sauers

Superintendents’ instructional leadership is critical to the academic success of school systems. In addition to tradi-tional work complexities, today’s superintendents must nav-igate rapid and significant technological transformations. In this study, an exploratory sample of “technology-savvy” superintendents was interviewed to ascertain advice about how to navigate the complexities that surround successful district-level technology leadership strategies and mind-sets. Participants highlighted issues such as budgets, professional development, and instructional leadership, and affirmed the value of personally modeling technology use. They also em-phasized both personal and organizational risk-taking and shared how communities of practice can help alleviate skill and knowledge gaps.

Improving Instructional Leadership Through the De-velopment of Leadership Content Knowledge: The Case of Principal Learning in Algebra

By Michael D. Steele, Kate R. Johnson, Samuel Otten, Beth A. Her-bel-Eisenmann, & Cynthia L. Carver

Instructional leadership is integral to improving mathemat-ics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written assess-ments, case discussions, and interviews from 10 principals. Analysis identified shifts in principals’ algebra content knowledge and their frames for interpreting algebra instruc-tion. Principles improved their connections between mathe-matical representations and shifted from using frames high-lighting teacher characteristics toward using frames high-lighting teacher and student thinking. Implications for lead-ership professional development design are discussed.

Browse all of UCEA’s publications:

http://www.ucea.org/resources/

Members access journals free of charge here:

https://members.ucea.org/member_journals

UCEA Connections — September 2015 — 17

Research & Headlines Educational Leadership

THE ROLE OF THE SCHOOL LEADER

Rookie Principals' Group Sheds Light on Early-Career Challenges

The newly-formed National Panel of New Principals pro-vides support to first- and second-year principals on a range of issues including school safety, students’ emotional health, technology, professional development, and their own readi-ness to lead schools. The National Association of Elemen-tary School Principals established the panel to support new principals and collect up-to- date data about what new prin-cipals experience. They then use the data to support the organization’s advocacy and programming work.

Keywords: early-career principals, professional development, principal preparation

STUDENT LEARNING AND CURRICULUM

Year-Round Schooling Gains Popularity

Year-round schooling has continuously increased in recent years. The National Center for Educational Statistics esti-mates the number of year-round schools, which are also known as balanced calendar schools, has increased by 26 percent from 2007 to 2012. Nationally, 4 percent of public school are year-round. There are more than 3,700 year-round schools, 11 percent of which are charter schools.

Keywords: year-round schools, balanced-calendar schools, remediation

TEACHERS

Can Blended Learning Solve the US Teacher Drought?

Blended learning advocates suggest that educational tech-nology tools can help alleviate the shortage of teachers in schools. The supported model, which some schools are currently using, involves putting highly effective teachers in leadership roles and hiring less-experiences teachers to work as their apprentices. This blended learning model is set up to save financial resources on materials such as textbooks, pay for more teachers’ salaries, and spread the effective teaching practices of experiences educators across many classrooms.

Keywords: teacher shortage, blended learning

RECENT RESEARCH

For Principals, Value-Added Takes Back Seat in Deci-sions about Teachers, Study Says

As part of a five state study, researchers at Vanderbilt’s Pea-body College of Education and Human Development found that principals are increasingly using qualitative re-sults from teacher observation rubrics. The educational leaders in schools surveyed across the six urban districts are deciding on teacher hiring, employment contract renewal, classroom assignments, and professional development based are not heavily based on value-added measures, con-trary to expectations. Study results report only 18 percent of principals reported regularly reviewing teachers’ value-added scores.

Keywords: value-added testing, teacher evaluation, teacher observation

REFORM

Connecting Principals to School Districts' Top Aca-demic Priorities

Partnerships between school principals and district Chief Academic Officers foster goal development and completion that help both parties serve students. Chief Academic Of-ficers, and personnel serving in similar capacities with dif-ferent titles, set the academic tone for districts and support the instructional leadership that principals provide in their schools. Some districts’ CAO’s host principal advisory groups to gather input regarding curricular decisions.

Keywords: Chief Academic Officers, principal partnership, leadership support

UCEA Connections — September 2015 — 18

Research & Headlines Federal Policy

FEDERAL POLICY

Principal Selection Methods Matter

Although the responsibilities of principals has changed greatly over the past 60 years, the manner in which leaders who fill the position are chosen, has not. The continued implementation of Common Core has required principals to be increasingly accountable for academic achievement of students, as opposed to the management and staffing duties of the past. The shift calls for districts to change their focus when selecting school leaders, as the selection process has not be significantly overhauled since the 1950s.

Keywords: principal selection, Common Core

UCEA Connections — September 2015 — 19

Research & Headlines State Policy

FLORIDA

Lawmakers Look to Ditch State Exams, Adopt Nation-al Tests

Several Senators in Florida are supporting the removal of newly-developed state assessments. Supporters of the change suggest that the state should use existing national exams such as the Iowa Tests of Basic Skill and the SAT. One supportive district believes that switching to widely-used tests will reduce the time students use taking tests dur-ing the school.

Keywords: state assessment, national exams

NEW YORK

NY Looks for Alternatives to Sanctions to Cub Test Opt-Outs

Top education officials in New York’s are working to find solutions to the effects of the opt-out movement in which parents are exercising their right to have their students sit out of state assessments. The state currently finically sanc-tions school districts with low test participation. Movement organizers expect that more students will not take tests at the end of the 2015-2016 school year. Over 200, 000 stu-dents, 20 percent of New York’s 1.1 million eligible third- through eighth graders did not take math and English lan-guage arts tests last spring. Several school districts feel short of the 95 percent participation rate required by federal law.

Keywords: financial sanctions, test opt-out, testing participation

SOUTH DAKOTA

History Standards Approved for K-12, Despite Con-cerns

Following close to a year of public feedback, the South Da-kota Board of Education approved a new set of social stud-ies standards. Some researchers expressed disappointment about the lack of high school early American history curric-ulum. Several academic researchers collectively submitted their disapproval of the curriculum, citing that the state’s college freshmen were not prepared for history because of what they did not learn previously in state public schools.

Keywords: history curriculum, curriculum and instruction

Want to find more on a specific state?

See Education Week’s regularly updated States

News page for headlines and stats by state.

See the ECS State Education Policy Database

for legislative updates by date and topic.

UCEA Connections — September 2015 — 20

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